The Relevance of Pholosophical Analysis to the Zimbabwean Teacher

The work argues that analytic philosophy, which prompts further analysis among philosophers of education, is a rich and diversified form of philosophy. It contends that philosophical analysis has been successfully applied to the discipline of philosophy of education by several analytic philosophers of education. These analytic philosophers of education broaden the linguistic analysis of the twentieth century movement to include the analysis of assumptions, theories, concepts, arguments, issues and problems. It will be argued that the application of philosophical analysis to education has made educational philosophy scientific, comprehensive, flexible and fruitful. Further the work discusses the relevance of philosophical analysis to the individual Zimbabwean teacher. It will be argued that, the teacher, when armed with genuinely analytic tools, will be able to understand and deal with educational concepts, issues, theories and problems in a significantly deepened, broadened and critical way.

Autorentext

Ephraim Taurai Gwaravanda is a philosophy lecturer at Great Zimbabwe University where he teaches Advanced Logic, Metaphysics and History of Philosophy. He has published articles with some reputable journals. Currently, he is a PhD student with the University of South Africa (UNISA).